Relevant bibliographies by topics / Enactive cognitive science

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Enactive cognitive science'

Author: Grafiati
Published: 22 February 2023

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Journal articles on the topic "Enactive cognitive science"

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Roesch, Etienne B., Slawomir Nasuto, and J. Mark Bishop. "Foundations of enactive cognitive science." Adaptive Behavior 21, no. 3 (June 2013): 139–41. http://dx.doi.org/10.1177/1059712313483418.

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Carvalho, Leonardo Lana de, Denis James Pereira, and Sophia Andrade Coelho. "Origins and evolution of enactive cognitive science: Toward an enactive cognitive architecture." Biologically Inspired Cognitive Architectures 16 (April 2016): 169–78. http://dx.doi.org/10.1016/j.bica.2015.09.010.

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Villalobos, Mario. "Enactive cognitive science: revisionism or revolution?" Adaptive Behavior 21, no. 3 (May 2013): 159–67. http://dx.doi.org/10.1177/1059712313482953.

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Je, Hui Seon. "A study on the Development of a tool for measuring young children's self-esteem: enactive cognition perspective." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 529–48. http://dx.doi.org/10.22251/jlcci.2022.22.23.529.

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Objectives The purpose of this study is to develop a tool to interpret and measure children's self-esteem from the enactive perspective of embodied cognition, which is a new perspective in cognitive science. Methods To this end, through a literature study on the cognitive science of Enactive cognition and the self-esteem of young children, the self-esteem of young children can be interpreted from the viewpoint of enactive cognition. And iIn addition, three teachers were interviewed about how young children’s self-esteem was revealed during the daily routine of educational institutions. Based on the interview and literature research results, expert relevance tests were conducted on the items and drafts of the children's enactive self-esteem measurement tool developed by the researcher. Results Through this, a tool to measure children's enactive self-esteem was developed with 3 factors and 32 items. Conclusions This study is significant in that it not only presents a new perspective to observe and evaluate young children's self-esteem, but also develops a tool that can reliably and properly measure children's self-esteem.
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Soto-Andrade, Jorge, Daniela Díaz-Rojas, and Amaranta Valdés-Zorrilla. "Embodiment and metaphorising in the learning of mathematics." IOP Conference Series: Materials Science and Engineering 1261, no. 1 (October 1, 2022): 012021. http://dx.doi.org/10.1088/1757-899x/1261/1/012021.

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Abstract In this paper we undertake a critical reading of the Ouroboric (circular) relationship between the guiding metaphors of artificial intelligence and those of natural human intelligence, which has evolved from a vicious circle, triggered by the metaphorising of cognition as information processing, to a virtuous one, fostered by the advent of the embodied and enactive turn in cognitive science. We describe then our own experimental and theoretical approach to mathematical thinking and learning, where metaphorization plays a key role, besides embodiment and enaction. We comment on some concrete examples of mathematical thinking with different types of learners, in combinatorics, arithmetic, geometry and probability, where idiosyncratic metaphorization emerges and enacting and embodiment make a dramatic difference. We outline finally some significant challenges to contemporary AI, cognitive sciences, and mathematics proper, suggested by our examples. These challenges involve metaphorising as the tip of the iceberg in human cognition, metaphorising in intelligent systems, Ouroboric circularity, mathematical collective improvisation as an analogue of musical improvisation, group creativity and human swarm intelligence.
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Di Paolo, Ezequiel A., and Hanne De Jaegher. "Enactive Ethics: Difference Becoming Participation." Topoi 41, no. 2 (October 11, 2021): 241–56. http://dx.doi.org/10.1007/s11245-021-09766-x.

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AbstractEnactive cognitive science combines questions in epistemology, ontology, and ethics by conceiving of bodies as open-ended and mutually transforming through activity. While enaction is not a theory of ethics, it can contribute to its foundations. We present a schematization of enactive ideas that underlie traditional distinctions between Being, Knowing, and Doing. Ethics in this scheme begins in the relation between knowing and becoming. Critical of dichotomous thinking, we approach the questions of alterity and ethical reality. Alterity is relevant to the enactive approach, but not in the radical sense of transcendental arguments. We propose difference, instead, as a more generative concept. Following Simondon, we see norms and values manifest in webs of past and future acts together with their potentialities for becoming. We propose a transindividual concept of moral attunement that includes ethical know-how and consciousness raising. Through generative difference and attunement to configurations of becoming, enaction underpins an ethics of participation linking virtue ethics and ethics of care.
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Vizcaya, Susana Ramírez. "Reseña: Cappuccio, M.; T. Froese, T, eds. 2014. Enactive Cognition at the Edge of Sense-making. Making Sense of Non-sense. Basingstoke, Hampshire: Palgrave Macmillan. New Directions in Philosophy and Cognitive Science, 317 pp." Open Insight 9, no. 15 (January 2, 2018): 305. http://dx.doi.org/10.23924/oi.v9n15a2018.pp305-319.248.

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Reseña de Cappuccio, M.; T. Froese, T, eds. 2014. Enactive Cognition at the Edge of Sense-making. Making Sense of Non-sense. Basingstoke, Hampshire: Palgrave Macmillan. New Directions in Philosophy and Cognitive Science, 317 pp.
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Froese, Tom, and Shaun Gallagher. "Getting interaction theory (IT) together." Interaction Studies 13, no. 3 (December 19, 2012): 436–68. http://dx.doi.org/10.1075/is.13.3.06fro.

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We argue that progress in our scientific understanding of the ‘social mind’ is hampered by a number of unfounded assumptions. We single out the widely shared assumption that social behavior depends solely on the capacities of an individual agent. In contrast, both developmental and phenomenological studies suggest that the personal-level capacity for detached ‘social cognition’ (conceived as a process of theorizing about and/or simulating another mind) is a secondary achievement that is dependent on more immediate processes of embodied social interaction. We draw on the enactive approach to cognitive science to further clarify this strong notion of ‘social interaction’ in theoretical terms. In addition, we indicate how this interaction theory (IT) could eventually be formalized with the help of a dynamical systems perspective on the interaction process, especially by making use of evolutionary robotics modeling. We conclude that bringing together the methods and insights of developmental, phenomenological, enactive and dynamical approaches to social interaction can provide a promising framework for future research. Keywords: theory of mind; cognitive science; phenomenology; embodied cognition; dynamical systems theory; enactive approach; social cognition; interaction theory; evolutionary robotics
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Crippen, Matthew. "Embodied Cognition and Perception: Dewey, Science and Skepticism." Contemporary Pragmatism 14, no. 1 (May 30, 2017): 112–34. http://dx.doi.org/10.1163/18758185-01401007.

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This article examines how Modern theories of mind remain even in some materialistic and hence ontologically anti-dualistic views; and shows how Dewey, anticipating Merleau-Ponty and 4E cognitive scientists, repudiates these theories. Throughout I place Dewey’s thought in the context of scientific inquiry, both recent and historical and including the cognitive as well as traditional sciences; and I show how he incorporated sciences of his day into his thought, while also anticipating enactive cognitive science. While emphasizing Dewey’s continued relevance, my main goal is to show how his scientifically informed account of perception and cognition combats skepticism propagated by certain scientific visions, exacerbated by commonplace notions about mind, that jointly suggest that human beings lack genuine access to reality.
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Rostowski, Adam. "Freedom: An enactive possibility." Human Affairs 32, no. 4 (October 1, 2022): 427–38. http://dx.doi.org/10.1515/humaff-2022-0037.

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Abstract In Freedom: An Impossible Reality (FAIR), Raymond Tallis finds room in a law-abiding universe for a uniquely human form of agency, capable of envisioning and pursuing genuinely open possibilities, thereby deflecting rather than merely inflecting the course of events, in accordance with self-owned intentions, reasons and goals. He argues that the genuinely free human pursuit of such propositional attitudes depends on our acting from a “virtual outside”, at an epistemic distance from the physical world that reveals not only what is the case, but that it is the case. The enactive approach in cognitive science and philosophy of mind aims to supersede the cognitivist traditional that has long dominated the field, by reframing cognition as an agentʼs immediate, embodied engagement with its environment. In an appendix of FAIR, Tallis argues that this approach risks both eliminating propositional attitudes, and collapsing the epistemic distance between agent and world. He concludes that if enactive theorists are to distinguish between genuinely pursuing an intention and merely responding to a stimulus, their corrective to cognitivism is in need of a correction of its own. This paper argues that such a correction is already to be found within the enactive literature, and furthermore, that it bears striking similarities to Tallis own account of what makes human agency unique. It is therefore concluded that the case for freedom set out in FAIR is compatible with the enactive approach.
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Dissertations / Theses on the topic "Enactive cognitive science"

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Lai, Yi-Lin. "Expériences esthétiques. Pour une transdisciplinarité de notre contemporain." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030166.

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Cette étude suit la voie qu’a ouverte Jean-Marie Schaeffer quant au renouveau des questionnements esthétiques, qui implique un recentrement sur le fait esthétique et une vue naturalisée. Les sciences cognitives et les neurosciences s'inscrivent naturellement dans le prolongement de cette voie, et cette étude examine alors la démarche et les enjeux de cette transdisciplinarité. L’examen relève d’une analyse critique à la fois des problématiques esthétiques, des quêtes neuroscientifiques, et de la démarche même d’une transdisciplinarité. Après ce nouveau contour redessiné du domaine esthétique et de son examen critique, cette étude propose de considérer le paradigme de l’enaction comme seul apte à soutenir à la fois les démarches scientifiques et les spécificités des questionnements esthétiques, à savoir leurs caractères subjectif et transversal
Following Jean-Marie Schaeffer, this study proposes to revive aesthetic questions by focusing on the aesthetic fact and considering it from the naturalized perspective offered by neuroscience and cognitive science. It critically analyses at the same time aesthetic issues, the neuroscientific quest, and the transdisciplinary approach itself. It advocates the paradigm of enaction, as the only one capable of supporting both scientific processes and the subjective and transverse character of aesthetic questions
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Hart, M. J. Alexandra. "Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery." Thesis, University of Canterbury. Social and Political Sciences, 2010. http://hdl.handle.net/10092/5294.

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This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science. The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do. Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process. It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact. The hypothesis that CFS is a disorder of action is investigated in detail. A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported. It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact. On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment. The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency. Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches. Category theory is proposed as a foundation for a mathematisation of phenomenology.
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Petit, Maxime. "Raisonnement et planification développementale d'un robot via une interaction enactive avec un humain." Phd thesis, Université Claude Bernard - Lyon I, 2014. http://tel.archives-ouvertes.fr/tel-01015288.

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Que cela soit par des automates puis par des robots, l'Homme a été fasciné par des machines pouvant exécuter des tâches pour lui, dans de nombreux domaines, comme l'industrie ou les services : c'est ce dernier domaine qui nous sert de contexte. Ainsi, nous avons utilisé une approche développementale, où le robot se doit d'apprendre de nouvelles tâches au cours de sa vie. Inspiré par des théories sur le développement de l'enfant, nous avons extrait les concepts intéressants pour les implémenter sur une plateforme robotique humanoïde : l'iCub. L'acquisition du langage est une première étape, où la capacité à classifier les mots, de classes ouvertes et de classes fermées permet d'obtenir une syntaxe qui aide l'enfant à construire le lien entre une phrase et son sens. Cette méthode a été implémentée grâce à un réseau de neurones récurrents, utilisant une base de données fournit par l'humain en interagissant avec le robot. La maîtrise du langage permet à l'enfant de participer à des actions plus complexes, en particulier des tâches collaboratives où la parole est requise de négocier le mode d'apprentissage sur plusieurs modalités. Implémenté sur l'iCub et le Nao, cela permet un apprentissage en temps réel et de réaliser un plan partagé. Enfin, nous avons étudié le fonctionnement de la mémoire autobiographique, cruciale pour se remémorer des épisodes passés de sa vie, d'en tirer des prédictions et de les appliquer dans le futur. En recréant cette mémoire en SQL et formatant les données en PDDL, l'iCub est alors capable de raisonner en fonction de sa propre expérience, lui permettant ainsi de résoudre le problème des Tours d'Hanoi sans jamais l'avoir visualisé avant
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Pagnotta, Murillo. "Living and learning together : integrating developmental systems theory, radical embodied cognitive science, and relational thinking in the study of social learning." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16386.

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Behavioural scientists argue that ‘social learning' provides the link between biological phenomena and cultural phenomena because of its role in the ‘cultural transmission' of knowledge among individuals within and across generations. However, leading authors within the social sciences have proposed alternative ways of thinking about social life not founded on the Modern oppositions including nature-culture, biology-culture, body-mind, and individual-society. Similarly, the distinction between a domain of nature and a domain of nurture has also been extensively criticized within biology. Finally, advocates of ‘radical embodied cognitive science' offer an alternative to the representational-computational view of the mind which supports the conventional notion of culture and cultural information. This thesis attempts to integrate developmental systems theory, radical embodied cognitive science, and relational thinking, with the goal to bring the field of social learning closer to these critical theoretical developments. In Chapter 2, I find no justification for the claim that the genome carries information in the sense of specification of biological form. Chapter 3 presents a view of ontogeny as a historical, relational, constructive and contingent process. Chapter 4 uses the notions of environmental information, abilities, affordances, and intentions to make sense of behaviour and learning. In Chapter 5, I argue that the notion of social learning can be understood in terms of relational histories of development rather than in terms of transmission of information. I then report empirical studies investigating behavioural coordination and social learning consistent with this theoretical framework. Chapter 6 presents evidence that dyads in a joint making activity synchronize their attention constrained by their changing situation and that coordination of attention is predictive of implicit and explicit learning. Chapter 7 presents evidence that joint attention does not require gaze following and that attentional coordination is predictive of learning a manual task. Together, these theoretical and empirical studies suggest a new way of thinking about how humans and other animals live and learn socially, one that is consistent with critical theoretical and philosophical developments that are currently neglected in the literature on social learning.
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Giomi, Andrea. "La pensée sonore du corps : Pour une approche écologique à la médiation technologique, au mouvement et à l'interaction sonore." Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2041/document.

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Au cours des dernières années, l’avènement des technologies de captation du mouvement a radicalement transformé l’univers de la pratique artistique tout en ouvrant des perspectives inédites pour la recherche scientifique. La musique est actuellement l’un des domaines les plus impliqués dans ce renouvellement expressif et épistémologique. Dans ce cadre, les processus d’interaction entre médiation technologique, mouvement et son, semblent se décliner selon deux modalités majeures : d’une part, les technologies d’analyse du mouvement permettent d’étudier expérimentalement la connexion mutuelle entre phénomène acoustique et système sensori-moteur; de l’autre, la compréhension de la nature incarnée de l’expérience musicale oriente la conception et le développement de technologies interactives pour la performance vers un modèle plus holistique. En partant de ces prémisses, cette thèse porte sur la manière dont la transformation des aspects imperceptibles du mouvement en données perceptibles – sous forme de son – permet de prendre conscience des processus physiologiques et figuratifs qui sont à la base du geste. Dans ce contexte, la relation entre mouvement et feedback sonore est analysée selon une perspective écologique visant à mettre en lumière comment la médiation technologique induit un processus d’extension et d’intensification autopoïétique de l’anatomie corporelle. Notamment dans le cas de la pratique performative, l’interaction sonore offre alors au performeur la possibilité de redéfinir sa propre organisation perceptive sur la base d’un un nouveau répertoire des données sensorielles, lui permettant ainsi de repenser la composition expressive du mouvement
During the last years, motion sensing technologies have radically transformed the universe of the artistic practice. This dramatic change has recently inspired new perspectives in scientific research. Music is actually among the most affected domaines by this expressive and epistemological renewal. The interactive relation between mediation technology, movement and sound, seems to be declined into two main modalities : on one hand, movement analysis’ technologies allow to study mutual connections between acoustic phenomenon and sensorimotor system, on the other hand, embodied understanding of musical experience can help to devise an holistic approach to interactive systems conception and development. Given this background scenario, this thesis focuses on how movement’s qualities transformation into sound allows the performer to become aware of physiological and imaginative processes in gesture composition. In this framework, sound feedback-movement relation is analyzed from an ecological point of view. According to this approach, mediation technology seems to elicit an autopoietic process of extension and intensification of corporeality. Especially in the artistic performance, sound interaction offers to performer a new sensorial geography that allows him/her to renew his/her perceptive organization and thereby rethink expressive composition of movement
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SCHEMBRI, MASSIMILIANO. "An enactive approach to size constancy." Doctoral thesis, 2017. http://hdl.handle.net/11573/942740.

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The purpose of my work is to explore the dynamical aspects of size constancy with a research approach that gives more emphasis on embodiment and situatedness. Drawing inspiration from the enactive approach to cognition (Valera, Thompson, & Rosch, 1991) , I study the role of active motion in size constancy with an interdisciplinary approach that combines two different methodologies: artificial life modeling and adaptive psychophysical methods.
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Pascual, Pierre. "Critique épistémologique de l'objectivisme de la médecine moderne : les dimensions pré-verbales de la connaissance médicale." Thèse, 2008. http://hdl.handle.net/1866/7536.

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Books on the topic "Enactive cognitive science"

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Stewart, John Robert, Olivier Gapenne, and Ezequiel A. Di Paolo. Enaction: Toward a new paradigm for cognitive science. Cambridge, Mass: MIT Press, 2011.

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1941-, Stewart John Robert, Gapenne Olivier, Di Paolo Ezequiel A, Association pour la recherche cognitive (France), and Ecole d'été du CNRS sur les sciences cognitives ( 2006 : Ile d'Oléron, France), eds. Enaction: Towards a new paradigm for cognitive science. Cambridge, Mass: MIT Press, 2011.

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A, Di Paolo Ezequiel, ed. Enaction, embodiment, evolutionary robotics: Simulation models for a post-cognitivist science of mind. Amsterdam: Atlantis Press, 2010.

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Colombetti, Giovanna. Psychopathology and the Enactive Mind. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0063.

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According to the "enactive" approach in philosophy of mind and cognitive science, mental states are neither identical with, nor reducible to, brain activity. Rather, the mind is enacted or brought forth by the whole situated living organism in virtue of its specific structure and organization. Although increasingly influential in cognitive science, the enactive approach has had little to do with psychopathology so far. This chapter first outlines this approach in some detail, and then illustrates its conceptual and methodological connections to psychopathology. It also provides some indications on how to develop a more explicitly "enactive psychopathology."
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Schyff, Dylan Van der, Andrea Schiavio, and David J. Elliott. Musical Bodies, Musical Minds: Enactive Cognitive Science and the Meaning of Human Musicality. MIT Press, 2022.

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Thompson, Evan. Looping Effects and the Cognitive Science of Mindfulness Meditation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495794.003.0003.

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Cognitive neuroscience tends to conceptualize mindfulness meditation as inner observation of a private mental realm of thoughts, feelings, and body sensations, and tries to model mindfulness as instantiated in neural networks visible through brain imaging tools such as EEG and fMRI. This approach confuses the biological conditions for mindfulness with mindfulness itself, which, as classically described, consists in the integrated exercise of a whole host of cognitive and bodily skills in situated and ethically directed action. From an enactive perspective, mindfulness depends on internalized social cognition and is a mode of skillful, embodied cognition that depends directly not only on the brain, but also on the rest of the body and the physical, social, and cultural environment.
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Scarinzi, Alfonsina, ed. Meaningful Relations. Academia – ein Verlag in der Nomos Verlagsgesellschaft, 2021. http://dx.doi.org/10.5771/9783896659934.

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This collection of works is a contribution to the current debates on the mind-body-problem. It discusses how mind and body make contact in sense-making processes from the point of view of enactive cognitive science and 4E approaches to cognition. It also offers a critical view on non-representational approaches to cognition. The book covers sociology, philosophy of mind, aesthetics, computer science and HRI, media studies, literature and cognitive science. It offers cutting-edge research both for students and for junior and senior researchers in the fields mentioned above.
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Enaction: Toward a New Paradigm for Cognitive Science. A Bradford Book, 2014.

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Gapenne, Olivier, and Ezequiel A. Di Paolo. Enaction: Toward a New Paradigm for Cognitive Science. MIT Press, 2010.

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Gapenne, Olivier, and Ezequiel A. Di Paolo. Enaction: Toward a New Paradigm for Cognitive Science. MIT Press, 2010.

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Book chapters on the topic "Enactive cognitive science"

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Rohde, Marieke. "Enactive Cognitive Science." In Atlantis Thinking Machines, 9–27. Paris: Atlantis Press, 2010. http://dx.doi.org/10.2991/978-94-91216-34-3_2.

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Rucińska, Zuzanna. "Can role-playing be wrong? An analysis of the normativity of play from the perspective of enactive cognitive science." In Play and Democracy, 51–70. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003122289-5.

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Hovhannisyan, Garri, Anna Henson, and Suraj Sood. "Enacting Virtual Reality: The Philosophy and Cognitive Science of Optimal Virtual Experience." In Augmented Cognition, 225–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22419-6_17.

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Sengupta, Pratim, and Kim Koh. "Reframing Cognition as Enactive, Affective, Ethical, and Ideological Experiences." In The Learning Sciences in Conversation, 145–50. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003089728-17.

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Dotov, Dobromir, and Anthony Chemero. "Breaking the Perception-Action Cycle: Experimental Phenomenology of Non-Sense and its Implications for Theories of Perception and Movement Science." In Enactive Cognition at the Edge of Sense-Making, 37–60. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137363367_2.

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Gallagher, Shaun. "Intercorporeity: Enaction, Simulation, and the Science of Social Cognition." In Phenomenology and Science, 161–79. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51605-3_9.

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Scarinzi, Alfonsina. "How Enactive Is the Dynamic Sensorimotor Account of Raw Feel?: Discussing Some Insights from Phenomenology and the Cognitive Sciences." In Studies in Applied Philosophy, Epistemology and Rational Ethics, 67–81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05107-9_5.

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Stendera, Marilyn. "Enacting Productive Dialogue: Addressing the Challenge that Non-Human Cognition Poses to Collaborations Between Enactivism and Heideggerian Phenomenology." In Phenomenology and Science, 69–85. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51605-3_4.

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"Basic Principles of Enactive Cognitive Science." In Musical Bodies, Musical Minds, 25–50. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/12117.003.0004.

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Gallagher, Shaun. "Pragmatic Interventions into Enactive and Extended Conceptions of Cognition." In Pragmatism and Embodied Cognitive Science, edited by Roman Madzia and Matthias Jung. Berlin, Boston: De Gruyter, 2016. http://dx.doi.org/10.1515/9783110480238-002.

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Conference papers on the topic "Enactive cognitive science"

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Downham, Russell. "Episodic Memory as Enactive Know-How: Cognitive, Affective, and Conative Resources of Remembered Experience." In 9th Conference of the Australasian Society for Cognitive Science. Sydney: Macquarie Centre for Cognitive Science, 2010. http://dx.doi.org/10.5096/ascs200913.

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Videla, Ronnie. "STEAM Apps: Weaving numerical and geometric comprehension with the fingers." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.73.

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Abstract:
STEM and STEAM education promote integration between science, technology, engineering, math, and the arts. The latter aims to promote deep and collaborative learning of students, through the integration of the curriculum in K-12 science education. STEAM promotes the embodiment of cognition through learning by doing. The enactive and ecological approaches to cognition presented auspicious evidence for the role of incarnation and gesture in learning with digital technology. This work aims to provide design and concept evidence on the scope of enactive and ecological approaches within the framework of STEAM learning with digital and emerging technologies focused on the concept of tissue. We place ourselves epistemologically from the embodied design for the development of educational technology centered on "learning is moving in some way" following Dor Abrahamson who reveals the enactive and ecological approaches to learning science. Also, we are framed in Claudio Aguayo's UX and UI user experience designs with emerging technologies. In the case of digital technologies, we pay special attention to learning mathematics through the knowledge of numbers and operations with the fingers. To do this, we present a prototype of Apps inspired by Nathalie Sinclair's Touchcounts and Touchtimes, with variations in haptic perception for the emergence of numbers and operations through touching and tracing movements with the fingers on the touch screen. Regarding emerging technologies, we rely on augmented reality and virtual reality. In the case of augmented reality, we focus on learning science and geometry through the spider web. The idea is that students can see the different planes of a spider web and identify different regular and irregular geometric figures, as well as explore the architecture of the web and its properties. In relation to virtual reality, we focus on Mapuche textile art (indigenous people of southern Chile) where we explore the characteristic fabrics of the culture within the “ruca” (characteristic home of the Mapuches). First, students design Mapuche textile fabrics from geometric patterns, applying symmetry and fractals. Then with virtual reality glasses, they can navigate inside the ruca to learn details of its architecture and the fabrics most used by the Mapuche culture. Our STEAM approach to app development consists of an integrated learning ecosystem that enhances digital and immersive experiences for learning about math, science, and art using engineering and technology. Finally, we can conclude that our approach describes education as a process of cognitive assembly embodied in perception and guided action with different types of artifacts through digital affordances. We highlight the role of the disciplinary integration of Science, Technology, Engineering, Arts and Mathematics to understand and strategically reveal the scientific cultural potential of our native people "Los Mapuches".
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3

Teixeira de Melo, Ana, and Rita Campos. "Facilitating Scientific Events Guided by Complex Thinking: A Case Study of an Online Inter/Transdisciplinary Advanced Training School." In InSITE 2022: Informing Science + IT Education Conferences InSITE 2022. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4927.

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Aim/Purpose: This paper aims to illustrate, through an exploratory ideographic case study, how a Complex Thinking framework can inform the design of scientific events and the facilitation of scientific Inter and Transdisciplinary groups towards positive emergent outcomes, both at the level of the functioning of the group and the collective complexity of their thinking. Moreover, it aims to show how the choice of facilitation strategies can contribute to positive emergent outcomes in the context of a fully online event, with its inherent constraints. Finally, this study aims to conduct an exploratory qualitative evaluation of the participants’ experiences during School, with a focus on the processes and how they relate to the aims of the School and the goals of the facilitation. Background: Science needs to embrace modes of knowing capable of generating more complex (differentiated, integrated, recursively organized, emergent), ecologically fit, and creative responses, to meet the complexity of the world’s challenges. New formats and strategies are required that attend to the facilitation of Inter and Transdisciplinary scientific events and meetings, towards creative and complex outcomes. A Complex Thinking framework provides suggestions for the facilitation of Inter and Transdisciplinary meetings and events through targeting key properties which may lead to the emergence of complex and creative outcomes. Methodology: We adopt an ideographic case study approach to illustrate how a complex systems approach, in particular a Complex Thinking framework, grounded in an enactive view of cognition, guided the design choices and the facilitation strategies of an online Inter and Transdisciplinary Advanced Training School (Winter School). We aim to illustrate how the facilitation strategies were selected and used to promote deep and creative interactions within the constraints of an online environment. We adopt an exploratory qualitative approach to investigate the participants’ reports of their experiences of the School, in light of the principles and goals that guided its design and facilitation. Contribution: This paper opens a new area of theoretical and applied research, under the scope of a Complex Thinking framework, focused on the facilitation of Inter and Transdisciplinarity at scientific events, meetings, and discussions towards complex and creative outcomes. Findings: The results of the exploratory qualitative analysis of the participants’ experiences regarding the event suggest a critical role of its methodology in fostering rich, deep, and constructive interactions, in leading to the emergence of a collective group experience, to the integration of ideas, and in facilitating transformative personal experiences, under the effects of the emergent group processes. It suggests that the strategies employed were successful, anticipating and overcoming the particular constraints of an online event. Recommendations for Practitioners: This case study suggests that a Complex Thinking framework can fruitfully guide the design of facilitation strategies and activities for scientific events and meetings, activating a number of key relational processes that contribute to or boost the emergence of positive group experiences and the production and integration of novel ideas. Recommendations for Researchers : This study calls for action-oriented and applied research focused on the developmental evaluation of innovations, regarding the facilitation of scientific creativity and integration, within the scope of a Complex Thinking approach. Impact on Society: This paper calls for new modes of organization and formats of scientific activities, suggesting that Inter and Transdisciplinary events and meetings may benefit from intentional management and facilitation of interactions between participants to produce transformative impacts. It demonstrates the importance of the organizational principles used to plan and run events that engage multiple and various societal agents, from academics to practitioners and social activists, towards enhancing their richness and relevance to complex real-world challenges. Future Research: This study highlights the need for process-focused systematic case study research using complex systems-informed designs to explore how and which facilitation strategies may promote which (interaction of) properties of Complex Thinking and associated processes and how, and under which conditions, these lead to more complex and creative outcomes.
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